TY - GEN
T1 - Student learning in upper-level thermal physics
T2 - 2004 PHYSICS EDUCATION RESEARCH CONFERENCE
AU - Meltzer, David E.
PY - 2005/9/16
Y1 - 2005/9/16
N2 - We found that students in an upper-level thermal physics course were in general quicker than introductory students at grasping and applying fundamental concepts. Upper-level students seemed, in general, more receptive to employing qualitative reasoning using multiple representations, and capable of using it more effectively than introductory students. In addition, upper-level students were better able to utilize guided-inquiry curricular materials in the sense of reasoning with greater depth and grasping more subtle issues. However, although the overall level of preparation and ability was higher in the upper-level course, the broad range of preparation represented among the students presented various practical challenges to implementing active-learning instructional strategies. Moreover, even quite capable upper-level students would falter unexpectedly and unpredictably on various conceptual difficulties that are common among introductory students. The unpredictable and inconsistent nature of this effect demonstrated that instructors must always be prepared to detect and address such difficulties in upper-level courses.
AB - We found that students in an upper-level thermal physics course were in general quicker than introductory students at grasping and applying fundamental concepts. Upper-level students seemed, in general, more receptive to employing qualitative reasoning using multiple representations, and capable of using it more effectively than introductory students. In addition, upper-level students were better able to utilize guided-inquiry curricular materials in the sense of reasoning with greater depth and grasping more subtle issues. However, although the overall level of preparation and ability was higher in the upper-level course, the broad range of preparation represented among the students presented various practical challenges to implementing active-learning instructional strategies. Moreover, even quite capable upper-level students would falter unexpectedly and unpredictably on various conceptual difficulties that are common among introductory students. The unpredictable and inconsistent nature of this effect demonstrated that instructors must always be prepared to detect and address such difficulties in upper-level courses.
UR - http://www.scopus.com/inward/record.url?scp=33746888437&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=33746888437&partnerID=8YFLogxK
U2 - 10.1063/1.2084694
DO - 10.1063/1.2084694
M3 - Conference contribution
AN - SCOPUS:33746888437
SN - 0735402817
SN - 9780735402812
T3 - AIP Conference Proceedings
SP - 31
EP - 34
BT - 2004 PHYSICS EDUCATION RESEARCH CONFERENCE
Y2 - 4 August 2004 through 5 August 2004
ER -